Lesson 7 1•6
NYS COMMON CORE MATHEMATICS CURRICULUM
Lesson 7
Objective: Count and write numbers to 120. Use Hide Zero cards to relate
numbers 0 to 20 to 100 to 120.
Suggested Lesson Structure
Application Problem
Fluency Practice
Concept Development
Student Debrief
Total Time
(5 minutes)
(15 minutes)
(30 minutes)
(10 minutes)
(60 minutes)
Application Problem (5 minutes)
Shanika has 6 roses and 7 tulips in a vase. Maria has 4 roses and 8
tulips in a vase. Who has more flowers? How many more flowers
does she have?
Note: Today’s problem embeds an opportunity for comparison.
Students continue to practice adding across ten, which supports
their work in Topic C.
Fluency Practice (15 minutes)
Grade 1 Core Fluency Sprint 1.OA.6
(10 minutes)
True or False Number Sentences 1.OA.6, 1.OA.7
(5 minutes)
Grade 1 Core Fluency Sprint (10 minutes)
Materials: (S) Core Fluency Sprint from G1─M5─Lesson 1
Note: Choose an appropriate Sprint based on the needs of the class. As students work, pay attention to their
strategies and the number of problems they answer. Today, practice Say Ten counting up and down from 67
to 77 in between Sides A and B of the Sprint.
Core Fluency Sprint List:
Core Addition Sprint (targeting core addition and missing addends)
Core Addition Sprint 2 (targeting the most challenging addition within 10)
Core Subtraction Sprint (targeting core subtraction)
Lesson 7:
Date:
© 2013 Common Core, Inc. Some rights reserved. commoncore.org
Count and write numbers to 120. Use Hide Zero cards to relate
numbers 0 to 20 to 100 to 120.
2/7/16
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
6.B.50
Lesson 7 1•6
NYS COMMON CORE MATHEMATICS CURRICULUM
Core Fluency Sprint: Totals of 5, 6, and 7 (developing understanding of the relationship between
addition and subtraction)
Core Fluency Sprint: Totals of 8, 9, and 10 (developing understanding of the relationship between
addition and subtraction)
True or False Number Sentences (5 minutes)
Materials: (T/S) Personal white boards
Note: This activity reviews yesterday’s lesson.
Review the symbols =, >, and <. Write true and false number sentences using the symbols. Signal, then wait
for students to say whether the number sentence is true or false. Choose a student who answered correctly
to prove it.
Use the first two columns as the suggested sequence. At each checkpoint, decide whether students are ready
for the next column or if you should continue with similar problem types. The third column is provided as a
possible opportunity for a few students who would really enjoy a challenge.
a. 5 > 4
b. 50 > 40
c. 45 > 54
d. 15 < 41
Checkpoint.
e. 30 + 5 = 35
f. 53 = 5 + 30
g. 73 < 7 tens 3 ones
h. 94 > 9 ones 3 tens
Checkpoint.
i.
j.
k.
l.
9 + 8 = 10 + 7
15 + 10 = 25 – 10
14 – 7 > 9
80 < 79 + 1
Concept Development (30 minutes)
Materials: (T) Vertical counting sequence template, Hide Zero cards (from G1─M6─Lesson 4) (S) Hide Zero
cards (optional)
Have students sit at their desks at the start of the lesson. If students will be using Hide Zero cards, distribute
cards up to 9 tens. Hold students’ 10 tens card until later in the lesson. The 11 tens and 12 tens cards will not
be needed for today’s lesson.
T:
S:
T:
S:
T:
T:
S:
(Project vertical counting sequence template, preferably on interactive board or easel paper.) This
chart shows numbers from 1 through 77. Can you help me write more numbers until we fill up all of
the empty spaces?
(Write the numbers on the chart as the students count.) 78, 79, 80, 81, 82, …100.
We have more spaces on the chart. Who knows what number comes after 100?
One hundred one.
Yes, one hundred one (101), one hundred two (102), ...120. (Be clear to read the number without
saying and between one hundred and the ones place unit.)
These last two columns look a little like other columns on the chart. Does anyone see what I see?
The first two columns have most of the same digits.
Lesson 7:
Date:
© 2013 Common Core, Inc. Some rights reserved. commoncore.org
Count and write numbers to 120. Use Hide Zero cards to relate
numbers 0 to 20 to 100 to 120.
2/7/16
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
6.B.51
Lesson 7 1•6
NYS COMMON CORE MATHEMATICS CURRICULUM
T:
S:
T:
T:
S:
T:
S:
T:
S:
T:
S
T:
S:
MP.4
T:
S:
Let’s look more closely at these columns. (If using an
interactive board, highlight numbers 1 through 20 and
NOTES ON
numbers 101 through 120.) Talk with a partner about
MULTIPLE MEANS OF
what you notice. (Circulate and listen as students
ENGAGEMENT:
discuss.)
Challenge students who seem
I notice that there is a 1, 2, 3, 4... all the way to 20 at
confident with this skill to start at 120
the beginning of this chart and at the end of this chart.
and complete their chart by counting
The pattern goes to 100 and starts over again, but
back.
you can’t forget to include 100 each time as you say
the new numbers. Once you get to 100, the
numbers start over again. Only this time you say 100
first. So, instead of 1, 2, 3, 4, it’s 101, 102, 103, and
104.
NOTES ON
Let’s try this again with Hide Zero cards and see if we
MULTIPLE MEANS OF
can tell what’s happening. I’m going to give you a new
ENGAGEMENT:
Hide Zero card. This one has 10 tens. (Distribute 10
If students have trouble completing the
tens card.)
Problem Set because they do not know
When we get to 100, the next number is?
their numbers to 120, give them a
vertical counting sequence to
101!
reference as they complete the
Point to the ones place on your hundred card.
problems.
(Students point.)
Place one on top of your 100 card in the ones
place. What number did you make?
One hundred one!
Yes! It looks like a zero sandwich with the ones as the bread. What number is that again?
One hundred one!
Now let’s add another one. 100, 101, …?
102!
Which card did you need to show 102?
Our 100 card and a 2.
Repeat this process until the class reaches 120. Then, as a class, count down either verbally as the teacher
points to the numbers on the chart displayed or as students create the numbers with their Hide Zero cards,
until reaching 88.
Problem Set (10 minutes)
Students should do their personal best to complete the Problem Set within the allotted 10 minutes. For
some classes, it may be appropriate to modify the assignment by specifying which problems they work on
first. Some problems do not specify a method for solving. Students solve these problems using the RDW
approach used for Application Problems.
Lesson 7:
Date:
© 2013 Common Core, Inc. Some rights reserved. commoncore.org
Count and write numbers to 120. Use Hide Zero cards to relate
numbers 0 to 20 to 100 to 120.
2/7/16
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
6.B.52
Lesson 7 1•6
NYS COMMON CORE MATHEMATICS CURRICULUM
Student Debrief (10 minutes)
Lesson Objective: Count and write numbers to 120.
Use Hide Zero cards to relate numbers 0 to 20 to 100 to
120.
The Student Debrief is intended to invite reflection and
active processing of the total lesson experience.
Invite students to review their solutions for the Problem
Set. They should check work by comparing answers
with a partner before going over answers as a class.
Look for misconceptions or misunderstandings that can
be addressed in the Debrief. Guide students in a
conversation to debrief the Problem Set and process
the lesson.
You may choose to use any combination of the
questions below to lead the discussion.
Look at Problem 1. What are some patterns you
notice in the chart?
Look at Problem 4. Which sequences were the
quickest for you to solve? Why? Which
sequences were trickier? On your personal
board, create a really tricky problem for your
partner. What did you do to make it tricky to
solve? What strategies might you use to solve it
correctly?
Share the progress you have made with your
work with Sprints. Tell us about the math
accomplishments you are proud of.
Look at your Application Problem. Share your
strategies for solving the problem.
Exit Ticket (3 minutes)
After the Student Debrief, instruct students to complete
the Exit Ticket. A review of their work will help you assess
the students’ understanding of the concepts that were
presented in the lesson today and plan more effectively for
future lessons. You may read the questions aloud to the
students.
Lesson 7:
Date:
© 2013 Common Core, Inc. Some rights reserved. commoncore.org
Count and write numbers to 120. Use Hide Zero cards to relate
numbers 0 to 20 to 100 to 120.
2/7/16
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
6.B.53
Lesson 7 Problem Set 1•6
NYS COMMON CORE MATHEMATICS CURRICULUM
Name
Date
1. Fill in the missing numbers in the chart up to 120.
71
81
91
82
73
111
102
83
93
84
94
104
114
76
86
96
106
116
77
87
97
79
89
99
109
100
110
80
Lesson 7:
Date:
© 2013 Common Core, Inc. Some rights reserved. commoncore.org
113
117
119
Count and write numbers to 120. Use Hide Zero cards to relate
numbers 0 to 20 to 100 to 120.
2/7/16
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
6.B.54
Lesson 7 Problem Set 1•6
NYS COMMON CORE MATHEMATICS CURRICULUM
2. Write the numbers to continue the counting sequence to 120.
96, 97, _____, _____, _____, _____, _____,
_____, _____, _____, _____, _____, _____,
_____, _____, _____, _____, _____, _____,
_____, _____, _____, _____, _____, _____
3. Circle the sequence that is incorrect. Rewrite it correctly on the line.
107, 108, 109, 110, 120
99, 100, 101, 102, 103
_________________________________________________________
4. Fill in the missing numbers in the sequence.
a.
b.
115, 116, ____, ____, ____
c.
_____, _____, 118, _____, 120
d.
100, 101, ____, ____, 104
Lesson 7:
Date:
© 2013 Common Core, Inc. Some rights reserved. commoncore.org
97, 98, _____, _____, _____, _____
Count and write numbers to 120. Use Hide Zero cards to relate
numbers 0 to 20 to 100 to 120.
2/7/16
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
6.B.55
Lesson 7 Exit Ticket 1•6
NYS COMMON CORE MATHEMATICS CURRICULUM
Name
Date
1. Complete the chart by filling in the missing numbers.
88
108
99
119
90
2. Fill in the missing numbers to continue the counting sequence.
b.
a.
117, _____, 119, _____
Lesson 7:
Date:
© 2013 Common Core, Inc. Some rights reserved. commoncore.org
108, 109, _____, _____, _____,
Count and write numbers to 120. Use Hide Zero cards to relate
numbers 0 to 20 to 100 to 120.
2/7/16
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
6.B.56
Lesson 7 Homework 1•6
NYS COMMON CORE MATHEMATICS CURRICULUM
Name
Date
1. Fill in the missing numbers in the chart up to 120.
71
91
82
111
102
93
74
114
85
105
96
116
87
108
79
99
80
90
Lesson 7:
Date:
© 2013 Common Core, Inc. Some rights reserved. commoncore.org
119
110
Count and write numbers to 120. Use Hide Zero cards to relate
numbers 0 to 20 to 100 to 120.
2/7/16
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
6.B.57
Lesson 7 Homework 1•6
NYS COMMON CORE MATHEMATICS CURRICULUM
2. Write the numbers to continue the counting sequence to 120.
99, _____, 101, _____, _____, _____, _____,
_____, _____, _____, _____,_____, _____,
_____, _____, _____, _____,_____, _____,
_____, _____, _____
3. Circle the sequence that is incorrect. Rewrite it correctly on the line.
116, 117, 118, 119, 120
96, 97, 98, 99, 100,110
_________________________________________________________
4. Fill in the missing numbers in the sequence.
a.
b.
113, 114, ____, ____, ____
c.
_____, _____, _____, 120
d.
102, _____, ____, _____
Lesson 7:
Date:
© 2013 Common Core, Inc. Some rights reserved. commoncore.org
88, 89, _____, _____, _____, _____
Count and write numbers to 120. Use Hide Zero cards to relate
numbers 0 to 20 to 100 to 120.
2/7/16
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
6.B.58
